Detail Page

Physical Review Physics Education Research
written by Juan Velasco, Laura Buteler, Carlos Briozzo, and Enrique Coleoni
Coordination class theory has proven to be a useful theoretical framework for describing processes of conceptual change in certain physical and mathematical concepts. Its development throughout different studies has allowed us to understand numerous mechanisms of conceptual learning by individual subjects. There have been attempts to implement this theory to collective-learning environments. Although there are valuable contributions in this sense, there are still details at the fine-grain level to be unveiled in relation to how conceptual change proceeds within small groups. For this purpose, the development of a coordination class is analyzed in the case of an interview with two students addressing a problem-solving task about entropy, focusing on the role that interactions between participants play in the evolution of the entropy concept. A microcomplementary analysis is proposed by bringing in elements from a sociocultural approach of learning. Thus, we were able to identify different forms of codevelopment of a coordination class. Students exhibiting central as well as peripheral participation benefit from each other during the conceptual learning process of the small group, constituting a "virtuous" interaction for learning.
Physical Review Physics Education Research: Volume 18, Issue 1, Pages 010127
Subjects Levels Resource Types
Education Foundations
- Behavior
= Social Interaction
- Problem Solving
= Metacognition
= Processes
Education Practices
- Active Learning
= Cooperative Learning
= Problem Solving
General Physics
- Physics Education Research
Thermo & Stat Mech
- Second and Third Law
= Entropy
- Upper Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Professional/Practitioners
- application/pdf
- text/html
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.010127
Keywords:
conceptual change theory, sociocultural pedagogy
Record Creator:
Metadata instance created April 28, 2022 by Lyle Barbato
Record Updated:
August 5, 2023 by Caroline Hall
Last Update
when Cataloged:
April 7, 2022
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Velasco, L. Buteler, C. Briozzo, and E. Coleoni, , Phys. Rev. Phys. Educ. Res. 18 (1), 010127 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.010127).
AJP/PRST-PER
J. Velasco, L. Buteler, C. Briozzo, and E. Coleoni, Learning entropy among peers through the lens of coordination class theory, Phys. Rev. Phys. Educ. Res. 18 (1), 010127 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.010127>.
APA Format
Velasco, J., Buteler, L., Briozzo, C., & Coleoni, E. (2022, April 7). Learning entropy among peers through the lens of coordination class theory. Phys. Rev. Phys. Educ. Res., 18(1), 010127. Retrieved February 23, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.010127
Chicago Format
Velasco, J, L. Buteler, C. Briozzo, and E. Coleoni. "Learning entropy among peers through the lens of coordination class theory." Phys. Rev. Phys. Educ. Res. 18, no. 1, (April 7, 2022): 010127, https://doi.org/10.1103/PhysRevPhysEducRes.18.010127 (accessed 23 February 2024).
MLA Format
Velasco, Juan, Laura Buteler, Carlos Briozzo, and Enrique Coleoni. "Learning entropy among peers through the lens of coordination class theory." Phys. Rev. Phys. Educ. Res. 18.1 (2022): 010127. 23 Feb. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.010127>.
BibTeX Export Format
@article{ Author = "Juan Velasco and Laura Buteler and Carlos Briozzo and Enrique Coleoni", Title = {Learning entropy among peers through the lens of coordination class theory}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {1}, Pages = {010127}, Month = {April}, Year = {2022} }
Refer Export Format

%A Juan Velasco %A Laura Buteler %A Carlos Briozzo %A Enrique Coleoni %T Learning entropy among peers through the lens of coordination class theory %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %D April 7, 2022 %P 010127 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010127 %O application/pdf

EndNote Export Format

%0 Journal Article %A Velasco, Juan %A Buteler, Laura %A Briozzo, Carlos %A Coleoni, Enrique %D April 7, 2022 %T Learning entropy among peers through the lens of coordination class theory %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %P 010127 %8 April 7, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010127


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials